Journal of prevention and health promotion最新文献_第5页

It’s Just the Fact It’s Against Us: The Role of Social Determinants of Health in Young Children’s Caregivers’ Preventive Health Behaviors 这只是对我们不利的事实:健康的社会决定因素在幼儿照顾者的预防性健康行为中的作用

Journal of prevention and health promotion Pub Date : 2022-08-01 DOI: 10.1177/26320770221095788

S. Fleary, Patrece L. Joseph, Pauline B. Dimaano, Ailish Dougherty

{"title":"It’s Just the Fact It’s Against Us: The Role of Social Determinants of Health in Young Children’s Caregivers’ Preventive Health Behaviors","authors":"S. Fleary, Patrece L. Joseph, Pauline B. Dimaano, Ailish Dougherty","doi":"10.1177/26320770221095788","DOIUrl":"https://doi.org/10.1177/26320770221095788","url":null,"abstract":"Persistent racial-, ethnic-, and income-related disparities in health outcomes for children suggest that there is still much to do to develop interventions that are responsive to communities’ needs. Cultural health capital, the health-related attitudes, beliefs, and behaviors needed to engage in a healthy lifestyle, is acquired throughout childhood and informs adult preventive health behaviors (PHBs). However, primary caregivers’ social determinants of health (SDH) dictate the opportunities they have for building children’s cultural health capital. Given that targeted, responsive interventions and policies to promote PHB in young children are needed, the purpose of this study was to explore how caregivers with varying SDH define preventive health and what affects their engagement in PHBs for themselves and their children. Six focus groups with primary caregivers of young children (N = 37, 89% female, mean age = ∼37.9 years old, ∼36% White) were conducted at community organizations. Data were analyzed using a deductive approach, and emergent themes were categorized by types of SDH (downstream, upstream, or both) within each focus group. Focus groups were categorized into three clusters based on participants’ SDH and access to resources: high-resource, low-income/moderate-resource, and low-income/low-resource. Caregivers’ definitions of preventive health were rooted in upstream and downstream determinants and differed by cluster. All clusters identified money and access to resources as barriers to engaging in PHBs and acknowledged that structural inequity impacted access to resources. Policies, programs, and structural change to address systemic barriers and mistrust in systems are vital to reduce disparities in health outcomes for children.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"17 1","pages":"300 - 326"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78438834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Physical Spaces for Campus Sexual Violence Prevention: A Conceptual Model 校园性暴力预防的物理空间:一个概念模型

Journal of prevention and health promotion Pub Date : 2022-08-01 DOI: 10.1177/26320770221093641

S. McMahon, V. Banyard, N. Peterson, J. Cusano, Qiana L. Brown, Antoinette Y. Farmer

引用次数: 0

“I’m Not Alone”: A Group Intervention for Grieving Children “我并不孤单”:对悲伤儿童的群体干预

Journal of prevention and health promotion Pub Date : 2022-08-01 DOI: 10.1177/26320770221098730

Karen M. O’Brien, Gilly Cannon, Allison K. Stearns, Carol Walsh, E. Hill

引用次数: 0

Who Do We Model? A Brief Report Comparing Different Sources of Normative Influence on Adolescent Bystander Intervention 我们为谁建模?比较不同来源对青少年旁观者干预的规范性影响

Journal of prevention and health promotion Pub Date : 2022-08-01 DOI: 10.1177/26320770221096764

A. Rizzo, Carrie K. W. Li, V. Banyard, Katie M. Edwards

{"title":"Who Do We Model? A Brief Report Comparing Different Sources of Normative Influence on Adolescent Bystander Intervention","authors":"A. Rizzo, Carrie K. W. Li, V. Banyard, Katie M. Edwards","doi":"10.1177/26320770221096764","DOIUrl":"https://doi.org/10.1177/26320770221096764","url":null,"abstract":"Adolescence is a critical period of development in which various socializing relationships can play an important role in shaping behavior. This study examined adolescents’ bystander helping in relation to their perceived norms supporting intervention in dating and sexual violence situations across four different norm-referent groups. Survey questions asked about students’ bystander behavior and perceptions of bystander norms based on whether the norm was endorsed by friends, parents, teachers, and people in town. Paper-and-pencil surveys were completed during the school day by high school students (N = 609) in three different towns in northern New England. We used multinomial logistic regression to compare the impact of different norms on bystander behavior. Friend- and parent-referent bystander norms were both individually associated with increased helping behaviors. Multivariate analysis found only friend-referent norms were significantly related to more frequent helping behaviors. The implications of these results can inform norms-based prevention programs for adolescents.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"12 1","pages":"379 - 394"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87323348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Subjective Social Status and Mental Health Outcomes: The Role of Mindfulness 主观社会地位与心理健康结果:正念的作用

Journal of prevention and health promotion Pub Date : 2022-05-18 DOI: 10.1177/26320770221087248

Hannah K. Heitz, A. Mitchell

{"title":"Subjective Social Status and Mental Health Outcomes: The Role of Mindfulness","authors":"Hannah K. Heitz, A. Mitchell","doi":"10.1177/26320770221087248","DOIUrl":"https://doi.org/10.1177/26320770221087248","url":null,"abstract":"Positive personal resources have been shown to buffer the relationship between low subjective social status and poor mental health outcomes. However, limited data exist in relation to the role of mindfulness. The current study investigated how mindfulness moderates the relationship between subjective social status with life satisfaction and subjective well-being. Three hundred and twenty-two adults completed measures assessing subjective social status, as measured by the society and community ladders, mindfulness, life satisfaction, and well-being. Using PROCESS, a macro for SPSS and SAS, mindfulness was found to significantly moderate the relationship between society ladder and life satisfaction (△R2 = .02, 95% confidence interval (CI) [−0.93, −0.15], p = .007) as well as the community ladder and life satisfaction (△R2 = .01, 95% CI [−.92, −0.11], p = .013). No significant moderating effect was found between the society ladder and subjective well-being (95% CI [−0.59, 1.73], p = .335) or the community ladder and subjective well-being (95% CI [−0.82, 1.54], p = .551). These findings underscore the value of investigating how positive personal resources, such as mindfulness, impact the subjective social status-well-being relationship. Additional research examining the subjective social status–health relationship through a strengths-based lens will be fruitful in identifying resources that promote positive outcomes in the face of economic marginalization.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"49 1","pages":"445 - 467"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82529658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning. 同伴关系与移情之间的纵向关系及其对减少初中欺凌的共同贡献：合作学习随机试验的结果。

Journal of prevention and health promotion Pub Date : 2022-04-01 Epub Date: 2022-05-05 DOI: 10.1177/26320770221094032

Mark J Van Ryzin, Cary J Roseth

{"title":"The Longitudinal Relationship Between Peer Relations and Empathy and their Joint Contribution to Reducing Bullying in Middle School: Findings from a Randomized Trial of Cooperative Learning.","authors":"Mark J Van Ryzin, Cary J Roseth","doi":"10.1177/26320770221094032","DOIUrl":"10.1177/26320770221094032","url":null,"abstract":"The positive peer relations arising from cooperative learning can contribute to the development of affective empathy, which in turn can reduce bullying (Van Ryzin & Roseth, 2019). However, from a theoretical perspective, the direction of effects between peer relations and empathy could be in the opposite direction, or bi-directional. In the current paper, we employed a process-oriented approach (i.e., cross-lag difference score modeling; McArdle, 2009) to investigate the longitudinal relationship between positive peer relations and affective empathy, as well as their joint effect on bullying. Using four waves of data from a cluster randomized trial including 15 middle schools (7 intervention and 8 control schools; N=1,890 students, 47.1% female, 75.2% White), we found a bi-directional or reciprocal relationship between peer relations and affective empathy, and change in both constructs predicted lower levels of bullying. Cooperative learning predicted positive change in peer relations and affective empathy, as well as lower levels of bullying. These results suggest that the structured social interactions that occur during cooperative learning can enhance student interpersonal relations, and simultaneously the experiential skill building of cooperative learning can contribute to a more profound understanding of the emotional states of others. These effects amplify one another and, in turn, significantly reduce bullying in middle school. Given that cooperative learning has already been demonstrated to enhance academic motivation and achievement (Roseth et al., 2008), we argue that cooperative learning offers an effective, attractive alternative to traditional curriculum-based bullying prevention programs (National Library of Medicine [NLM], NCT03119415).","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"3 2","pages":"147-165"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9934011/pdf/nihms-1864733.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9347536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affective Teaching: A Method to Reduce Negative Classroom Behavior and Improve Relationships 情感教学:减少课堂消极行为、改善人际关系的一种方法

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221094679

Mary Mulla Abu-Yaman, Z. Shechtman

引用次数: 0

Introduction to the Special Issue on Preventing Bullying and Promoting a Healthy School Environment 《防止欺凌及促进健康校园环境》特刊简介

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221086956

A. Horne, P. Orpinas

引用次数: 0

Conceptual Application of Trauma-Focused Cognitive Behavioral Therapy to Treat Victims of Bullying. 以创伤为中心的认知行为疗法在欺凌受害者中的概念应用。

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770221074008

Janet A Lydecker

{"title":"Conceptual Application of Trauma-Focused Cognitive Behavioral Therapy to Treat Victims of Bullying.","authors":"Janet A Lydecker","doi":"10.1177/26320770221074008","DOIUrl":"https://doi.org/10.1177/26320770221074008","url":null,"abstract":"Bullying is a critical pediatric public health problem; estimates across diverse methodologies generally indicate that roughly 36% of youth are bullied. Although policy initiatives aim to address the universal prevention of bullying, and school-level secondary prevention programs aim to reduce the occurrence of bullying, tertiary prevention and intervention programs that mitigate the negative consequences experienced by victims of bullying remain an understudied need. The nature of bullying (that it occurs as events, leaves children feeling unsafe, and engenders emotional distress) and the association of bullying with posttraumatic stress symptoms among youth suggests that trauma treatment for bullying is promising. This manuscript presents the rationale for treating victims of bullying with trauma-focused cognitive behavioral therapy (TF-CBT), describes the components of TF-CBT, and discusses how to use TF-CBT specifically for bullying. Conducting research on treatment outcomes when using TF-CBT for bullying is critical to evaluate its efficacy and effectiveness in this group. Behavioral clinical trials would provide evidence for whether TF-CBT reduces the mental health harm experienced by youth victims of bullying. This evidence is an essential step to address the public health problem of bullying because the scientific literature currently does not have a well-established individual-level treatment for victims of bullying that mental health providers in diverse settings can deliver, despite individuals' beliefs that health care providers are important sources of help for youth who have been bullied.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"3 2","pages":"231-245"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10448948/pdf/nihms-1863076.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10477544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Implementation of a Capacity-Building Framework to Improve School Climate in an Urban School System 在城市学校系统中实施改善学校气候的能力建设框架

Journal of prevention and health promotion Pub Date : 2022-04-01 DOI: 10.1177/26320770211055861

Bonnie J. Solomon, Brandon Stratford, Heather Steed, Sarah Sun, D. Temkin

{"title":"Implementation of a Capacity-Building Framework to Improve School Climate in an Urban School System","authors":"Bonnie J. Solomon, Brandon Stratford, Heather Steed, Sarah Sun, D. Temkin","doi":"10.1177/26320770211055861","DOIUrl":"https://doi.org/10.1177/26320770211055861","url":null,"abstract":"Mounting evidence suggests that a positive school climate can promote learning and well-being for students and reduce bullying and other forms of violence. However, many schools lack the capacity needed to engage in comprehensive school climate improvement. As part of a broader evaluation, this study examines implementation of a capacity-building framework for school climate improvement that emphasizes shared leadership and data-informed decision making. Semi-structured interviews were conducted with points of contact at schools receiving technical assistance and those that were allowed to work through the framework on their own. Interviews were also conducted with technical assistance specialists working with schools randomly assigned to receive the intervention. Analyses explored three key research questions: 1 What factors contributed to schools’ initial decision to participate in the project? 2 What factors were associated with sustained engagement? and 3 To what extent did schools build organizational capacity through participation? Organizational readiness, including both motivation and general organizational capacity, emerged as a key facilitator of sustained engagement. In particular, the presence of a champion was facilitative despite the framework’s emphasis on shared leadership. Staff turnover and competing priorities were identified as common challenges. With technical assistance, schools that were able to invest time and effort in the framework perceived growth in their capacity for shared leadership and data literacy. However, technical assistance specialists did not feel adequately prepared to support schools in implementing the framework. Our discussion focuses on implications for evidence-based technical assistance and implementing comprehensive climate improvement efforts in urban schools.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"51 1","pages":"195 - 230"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77248788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0